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performance</title> <meta name="description" content="Search results for: writing performance"> <meta name="keywords" content="writing performance"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="writing performance"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13512</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: writing performance</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13392</span> Dialogic Approaches to Writing Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yael%20Leibovitch">Yael Leibovitch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching academic writing is a source of concern for secondary schools. Many students struggle to meet the basic standards of literacy while teacher confidence in this arena remains low. These issues are compounded by the conventionally prescriptive character of writing instruction, which fails to engage student writers. At the same time, a growing body of research on dialogic teaching has highlighted the powerful role of talk in student learning. With the intent of enhancing pedagogical capability, this paper shares finding from a co-inquiry case study that investigated how teachers think about and negotiate classroom discourse to position students as effective academic writers and thinkers. Using a range of qualitative methods, this project closely documents the iterative collaboration of educators as they sought to create more opportunities for dialogic engagement. More specifically, it triangulates both teacher and student data regarding the efficacy of interdependent thinking and collaborative reasoning as organizing principals for literacy learning. Findings indicate that a dialogic teaching repertoire helps to develop the cognitive and metacognitive skills of adolescent writers. In addition, they underscore the importance of sustained professional collaboration to the uptake of new writing pedagogies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogic%20teaching" title="dialogic teaching">dialogic teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20literacy" title=" student literacy"> student literacy</a> </p> <a href="https://publications.waset.org/abstracts/140184/dialogic-approaches-to-writing-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13391</span> Implementing Online Blogging in Specific Context Using Process-Genre Writing Approach in Saudi EFL Writing Class to Improve Writing Learning and Teaching Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Samah%20A.%20Alenezi">Sultan Samah A. Alenezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many EFL teachers are eager to look into the best way to suit the needs of their students in EFL writing courses. Numerous studies suggest that online blogging may present a social interaction opportunity for EFL writing students. Additionally, it can foster peer collaboration and social support in the form of scaffolding, which, when viewed from the perspective of socio-cultural theory, can boost social support and foster the development of students' writing abilities. This idea is based on Vygotsky's theories, which emphasize how collaboration and social interaction facilitate effective learning. In Saudi Arabia, students are taught to write using conventional methods that are totally under the teacher's control. Without any peer contact or cooperation, students are spoon-fed in a passive environment. This study included the cognitive processes of the genre-process approach into the EFL writing classroom to facilitate the use of internet blogging in EFL writing education. Thirty second-year undergraduate students from the Department of Languages and Translation at a Saudi college participated in this study. This study employed an action research project that blended qualitative and quantitative methodologies to comprehend Saudi students' perceptions and experiences with internet blogging in an EFL process-genre writing classroom. It also looked at the advantages and challenges people faced when blogging. They included a poll, interviews, and blog postings made by students. The intervention's outcomes showed that merging genre-process procedures with blogging was a successful tactic, and the Saudi students' perceptions of this method of online blogging for EFL writing were quite positive. The socio-cultural theory constructs that Vygotsky advocates, such as scaffolding, collaboration, and social interaction, were also improved by blogging. These elements demonstrated the improvement in the students' written, reading, social, and collaborative thinking skills, as well as their positive attitudes toward English-language writing. But the students encountered a variety of problems that made blogging difficult for them. These problems ranged from technological ones, such sluggish internet connections, to learner inadequacies, like a lack of computer know-how and ineffective time management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blogging" title="blogging">blogging</a>, <a href="https://publications.waset.org/abstracts/search?q=process-gnere%20approach" title=" process-gnere approach"> process-gnere approach</a>, <a href="https://publications.waset.org/abstracts/search?q=saudi%20learenrs" title=" saudi learenrs"> saudi learenrs</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20quality" title=" writing quality"> writing quality</a> </p> <a href="https://publications.waset.org/abstracts/157041/implementing-online-blogging-in-specific-context-using-process-genre-writing-approach-in-saudi-efl-writing-class-to-improve-writing-learning-and-teaching-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13390</span> Literary Theatre and Embodied Theatre: A Practice-Based Research in Exploring the Authorship of a Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahul%20Bishnoi">Rahul Bishnoi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Theatre, as Ann Ubersfld calls it, is a paradox. At once, it is both a literary work and a physical representation. Theatre as a text is eternal, reproducible, and identical while as a performance, theatre is momentary and never identical to the previous performances. In this dual existence of theatre, who is the author? Is the author the playwright who writes the dramatic text, or the director who orchestrates the performance, or the actor who embodies the text? From the poststructuralist lens of Barthes, the author is dead. Barthes’ argument of discrete temporality, i.e. the author is the before, and the text is the after, does not hold true for theatre. A published literary work is written, edited, printed, distributed and then gets consumed by the reader. On the other hand, theatrical production is immediate; an actor performs and the audience witnesses it instantaneously. Time, so to speak, does not separate the author, the text, and the reader anymore. The question of authorship gets further complicated in Augusto Boal’s “Theatre of the Oppressed” movement where the audience is a direct participant like the actors in the performance. In this research, through an experimental performance, the duality of theatre is explored with the authorship discourse. And the conventional definition of authorship is subjected to additional complexity by erasing the distinction between an actor and the audience. The design/methodology of the experimental performance is as follows: The audience will be asked to produce a text under an anonymous virtual alias. The text, as it is being produced, will be read and performed by the actor. The audience who are also collectively “authoring” the text, will watch this performance and write further until everyone has contributed with one input each. The cycle of writing, reading, performing, witnessing, and writing will continue until the end. The intention is to create a dynamic system of writing/reading with the embodiment of the text through the actor. The actor is giving up the power to the audience to write the spoken word, stage instruction and direction while still keeping the agency of interpreting that input and performing in the chosen manner. This rapid conversation between the actor and the audience also creates a conversion of authorship. The main conclusion of this study is a perspective on the nature of dynamic authorship of theatre containing a critical enquiry of the collaboratively produced text, an individually performed act, and a collectively witnessed event. Using practice as a methodology, this paper contests the poststructuralist notion of the author as merely a ‘scriptor’ and breaks it further by involving the audience in the authorship as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practice%20based%20research" title="practice based research">practice based research</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20studies" title=" performance studies"> performance studies</a>, <a href="https://publications.waset.org/abstracts/search?q=post-humanism" title=" post-humanism"> post-humanism</a>, <a href="https://publications.waset.org/abstracts/search?q=Avant-garde%20art" title=" Avant-garde art"> Avant-garde art</a>, <a href="https://publications.waset.org/abstracts/search?q=theatre" title=" theatre"> theatre</a> </p> <a href="https://publications.waset.org/abstracts/157537/literary-theatre-and-embodied-theatre-a-practice-based-research-in-exploring-the-authorship-of-a-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13389</span> Enhancing Students' Utilization of Written Corrective Feedback through Teacher-Student Writing Conferences: A Case Study in English Writing Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsao%20Jui-Jung">Tsao Jui-Jung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous research findings have shown that most students do not fully utilize the written corrective feedback provided by teachers (Stone, 2014). This common phenomenon results in the ineffective utilization of teachers' written corrective feedback. As Ellis (2010) points out, the effectiveness of written corrective feedback depends on the level of student engagement with it. Therefore, it is crucial to understand how students utilize the written corrective feedback from their teachers. Previous studies have confirmed the positive impact of teacher-student writing conferences on students' engagement in the writing process and their writing abilities (Hum, 2021; Nosratinia & Nikpanjeh, 2019; Wong, 1996; Yeh, 2016, 2019). However, due to practical constraints such as time limitations, this instructional activity is not fully utilized in writing classrooms (Alfalagg, 2020). Therefore, to address this research gap, the purpose of this study was to explore several aspects of teacher-student writing conferences, including the frequency of meaning negotiation (i.e., comprehension checks, confirmation checks, and clarification checks) and teacher scaffolding techniques (i.e., feedback, prompts, guidance, explanations, and demonstrations) in teacher-student writing conferences, examining students’ self-assessment of their writing strengths and weaknesses in post-conference journals and their experiences with teacher-student writing conferences (i.e., interaction styles, communication levels, how teachers addressed errors, and overall perspectives on the conferences), and gathering insights from their responses to open-ended questions in the final stage of the study (i.e., their preferences and reasons for different written corrective feedback techniques used by teachers and their perspectives and suggestions on teacher-student writing conferences). Data collection methods included transcripts of audio recordings of teacher-student writing conferences, students’ post-conference journals, and open-ended questionnaires. The participants of this study were sophomore students enrolled in an English writing course for a duration of one school year. Key research findings are as follows: Firstly, in terms of meaning negotiation, students attempted to clearly understand the corrective feedback provided by the teacher-researcher twice as often as the teacher-researcher attempted to clearly understand the students' writing content. Secondly, the most commonly used scaffolding technique in the conferences was prompting (indirect feedback). Thirdly, the majority of participants believed that teacher-student writing conferences had a positive impact on their writing abilities. Fourthly, most students preferred direct feedback from the teacher-research as it directly pointed out their errors and saved them time in revision. However, some students still preferred indirect feedback, as they believed it encouraged them to think and self-correct. Based on the research findings, this study proposes effective teaching recommendations for English writing instruction aimed at optimizing teaching strategies and enhancing students' writing abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20writing%20conferences" title=" teacher-student writing conferences"> teacher-student writing conferences</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/170910/enhancing-students-utilization-of-written-corrective-feedback-through-teacher-student-writing-conferences-a-case-study-in-english-writing-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170910.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13388</span> Integrating Blogging into Peer Assessment on College Students’ English Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Su-Lien%20Liao">Su-Lien Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of college students in Taiwan do not have sufficient English proficiency to express themselves in written English. Teachers spent a lot of time correcting students’ English writing, but the results are not satisfactory. This study aims to use blogs as a teaching and learning tool in written English. Before applying peer assessment, students should be trained to be good reviewers. The teacher starts the course by posting the error analysis of students’ first English composition on blogs as the comment models for students. Then the students will go through the process of drafting, composing, peer response and last revision on blogs. Evaluation Questionnaires and interviews will be conducted at the end of the course to see the impact and students’ perception for the course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blog" title="blog">blog</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20writing" title=" English writing"> English writing</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a> </p> <a href="https://publications.waset.org/abstracts/2326/integrating-blogging-into-peer-assessment-on-college-students-english-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13387</span> Integrating a Six Thinking Hats Approach Into the Prewriting Stage of Argumentative Writing In English as a Foreign Language: A Chinese Case Study of Generating Ideas in Action</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Lin">Mei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Liu"> Chang Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Argumentative writing is the most prevalent genre in diverse writing tests. How to construct academic arguments is often regarded as a difficult task by most English as a foreign language (EFL) learners. A failure to generate enough ideas and organise them coherently and logically as well as a lack of competence in supporting their arguments with relevant evidence are frequent problems faced by EFL learners when approaching an English argumentative writing task. Overall, these problems are closely related to planning, and planning an argumentative writing at pre-writing stage plays a vital role in a good academic essay. However, how teachers can effectively guide students to generate ideas is rarely discussed in planning English argumentative writing, apart from brainstorming. Brainstorming has been a common practice used by teachers to help students generate ideas. However, some limitations of brainstorming suggest that it can help students generate many ideas, but ideas might not necessarily be coherent and logic, and could sometimes impede production. It calls for a need to explore effective instructional strategies at pre-writing stage of English argumentative writing. This paper will first examine how a Six Thinking Hats approach can be used to provide a dialogic space for EFL learners to experience and collaboratively generate ideas from multiple perspectives at pre-writing stage. Part of the findings of the impact of a twelve-week intervention (from March to July 2021) on students learning to generate ideas through engaging in group discussions of using Six Thinking Hats will then be reported. The research design is based on the sociocultural theory. The findings present evidence from a mixed-methods approach and fifty-nine participants from two first-year undergraduate natural classes in a Chinese university. Analysis of pre- and post- questionnaires suggests that participants had a positive attitude toward the Six Thinking Hats approach. It fosters their understanding of prewriting and argumentative writing, helps them to generate more ideas not only from multiple perspectives but also in a systematic way. A comparison of participants writing plans confirms an improvement in generating counterarguments and rebuttals to support their arguments. Above all, visual and transcripts data of group discussion collected from different weeks throughout the intervention enable teachers and researchers to ‘see’ the hidden process of learning to generate ideas in action. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20writing" title="argumentative writing">argumentative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20pedagogy" title=" innovative pedagogy"> innovative pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=six%20thinking%20hats" title=" six thinking hats"> six thinking hats</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogic%20space" title=" dialogic space"> dialogic space</a>, <a href="https://publications.waset.org/abstracts/search?q=prewriting" title=" prewriting"> prewriting</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/155916/integrating-a-six-thinking-hats-approach-into-the-prewriting-stage-of-argumentative-writing-in-english-as-a-foreign-language-a-chinese-case-study-of-generating-ideas-in-action" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13386</span> Adopting Structured Mini Writing Retreats as a Tool for Undergraduate Researchers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clare%20Cunningham">Clare Cunningham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Whilst there is a strong global research base on the benefits of structured writing retreats and similar provisions, such as Shut Up and Write events, for academic staff and postgraduate researchers, very little has been published about the worth of such events for undergraduate students. This is despite the fact that, internationally, undergraduate student researchers experience similar pressures, distractions and feelings towards writing as those who are at more senior levels within the academy. This paper reports on a mixed-methods study with cohorts of third-year undergraduate students over the course of four academic years. This involved a range of research instruments adopted over the four years of the study. They include the administration of four questionnaires across three academic years, a collection of ethnographic recordings in the second year, and the collation of reflective journal entries and evaluations from all four years. The final two years of data collection took place during the period of Covid-19 restrictions when writing retreats moved to the virtual space which adds an additional dimension of interest to the analysis. The analysis involved the collation of quantitative questionnaire data to observe patterns in expressions of attitudes towards writing. Qualitative data were analysed thematically and used to corroborate and support the quantitative data when appropriate. The resulting data confirmed that one of the biggest challenges for undergraduate students mirrors those reported in the findings of studies focused on more experienced researchers. This is not surprising, especially given the number of undergraduate students who now work alongside their studies, as well as the increasing number who have caring responsibilities, but it has, as yet, been under-reported. The data showed that the groups of writing retreat participants all had very positive experiences, with accountability, a sense of community and procrastination avoidance some of the key aspects. The analysis revealed the sometimes transformative power of these events for a number of these students in terms of changing the way they viewed writing and themselves as writers. The data presented in this talk will support the proposal that retreats should much more widely be offered to undergraduate students across the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduates" title=" undergraduates"> undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20retreat" title=" writing retreat"> writing retreat</a> </p> <a href="https://publications.waset.org/abstracts/139675/adopting-structured-mini-writing-retreats-as-a-tool-for-undergraduate-researchers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13385</span> Determining the Number of Words Required to Fulfil the Writing Task in an English Proficiency Exam with the Raters’ Scores</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Defne%20Akinci%20Midas">Defne Akinci Midas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to determine the minimum, and maximum number of words that would be sufficient to fulfill the writing task in the local English Proficiency Exam (EPE) produced and administered at the Middle East Technical University, Ankara, Turkey. The relationship between the number of words and the scores of the written products that had been awarded by two raters in three online EPEs administered in 2020 was examined. The means, standard deviations, percentages, range, minimum and maximum scores as well as correlations of the scores awarded to written products with the words that amount to 0-50, 51-100, 101-150, 151-200, 201-250, 251-300, and so on were computed. The results showed that the raters did not award a full score to texts that had fewer than 100 words. Moreover, the texts that had around 200 words were awarded the highest scores. The highest number of words that earned the highest scores was about 225, and from then onwards, the scores were either stable or lower. A positive low to moderate correlation was found between the number of words and scores awarded to the texts. We understand that the idea of ‘the longer, the better’ did not apply here. The results also showed that words between 101 to about 225 were sufficient to fulfill the writing task to fully display writing skills and language ability in the specific case of this exam. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20proficiency%20exam" title="English proficiency exam">English proficiency exam</a>, <a href="https://publications.waset.org/abstracts/search?q=number%20of%20words" title=" number of words"> number of words</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring" title=" scoring"> scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20task" title=" writing task"> writing task</a> </p> <a href="https://publications.waset.org/abstracts/136178/determining-the-number-of-words-required-to-fulfil-the-writing-task-in-an-english-proficiency-exam-with-the-raters-scores" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13384</span> The New World Kirkpatrick Model as an Evaluation Tool for a Publication Writing Programme</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleanor%20Nel">Eleanor Nel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research output is an indicator of institutional performance (and quality), resulting in increased pressure on academic institutions to perform in the research arena. Research output is further utilised to obtain research funding. Resultantly, academic institutions face significant pressure from governing bodies to provide evidence on the return for research investments. Research output has thus become a substantial discourse within institutions, mainly due to the processes linked to evaluating research output and the associated allocation of research funding. This focus on research outputs often surpasses the development of robust, widely accepted tools to additionally measure research impact at institutions. A publication writing programme, for enhancing research output, was launched at a South African university in 2011. Significant amounts of time, money, and energy have since been invested in the programme. Although participants provided feedback after each session, no formal review was conducted to evaluate the research output directly associated with the programme. Concerns in higher education about training costs, learning results, and the effect on society have increased the focus on value for money and the need to improve training, research performance, and productivity. Furthermore, universities rely on efficient and reliable monitoring and evaluation systems, in addition to the need to demonstrate accountability. While publishing does not occur immediately, achieving a return on investment from the intervention is critical. A multi-method study, guided by the New World Kirkpatrick Model (NWKM), was conducted to determine the impact of the publication writing programme for the period of 2011 to 2018. Quantitative results indicated a total of 314 academics participating in 72 workshops over the study period. To better understand the quantitative results, an open-ended questionnaire and semi-structured interviews were conducted with nine participants from a particular faculty as a convenience sample. The purpose of the research was to collect information to develop a comprehensive framework for impact evaluation that could be used to enhance the current design and delivery of the programme. The qualitative findings highlighted the critical role of a multi-stakeholder strategy in strengthening support before, during, and after a publication writing programme to improve the impact and research outputs. Furthermore, monitoring on-the-job learning is critical to ingrain the new skills academics have learned during the writing workshops and to encourage them to be accountable and empowered. The NWKM additionally provided essential pointers on how to link the results more effectively from publication writing programmes to institutional strategic objectives to improve research performance and quality, as well as what should be included in a comprehensive evaluation framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20output" title=" research output"> research output</a> </p> <a href="https://publications.waset.org/abstracts/158262/the-new-world-kirkpatrick-model-as-an-evaluation-tool-for-a-publication-writing-programme" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13383</span> A Brief Narrative Intervention to Improve Well-being and Relational Ethics in Couples: A Mixed-Method Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevser%20Cakmak">Kevser Cakmak</a>, <a href="https://publications.waset.org/abstracts/search?q=Adri%C3%A1n%20Montesano"> Adrián Montesano</a>, <a href="https://publications.waset.org/abstracts/search?q=Lourdes%20Artigas"> Lourdes Artigas</a>, <a href="https://publications.waset.org/abstracts/search?q=Marta%20Salla"> Marta Salla</a>, <a href="https://publications.waset.org/abstracts/search?q=Clara%20Mateu"> Clara Mateu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this research is to explore the relational letter writing technique as an intervention in couple therapy for reconnecting couples with their values and ethical preferences. This is a recently developed therapeutic tool within the framework of Narrative Therapy that consists of two interviews and a letter writing task, in which a meta-conversation between the relationship itself, the couple members, and the therapists is fostered. Although this specific therapeutic technique can be used within the therapy process, in this case study, it is used as a brief stand-alone narrative intervention for a middle age heterosexual couple breast cancer survivor. Couple’s relational and personal wellbeing was monitored before, during, and after the intervention by means of the dyadic adjustment and the clinical outcomes in routine evaluation-outcome measure, respectively. The couple showed a significant improvement after the intervention in both levels. The content of the letter writing exercises was qualitatively analysed to explore the reconstruction of their ethical values. Results from both methods are integrated in order to get an in-depth perspective of the newly developed tool. The potential of the letter writing technique as stand-alone and as adjunct brief intervention is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=couple%20therapy" title="couple therapy">couple therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20therapy" title=" narrative therapy"> narrative therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy%20tool" title=" psychotherapy tool"> psychotherapy tool</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20letter%20writing" title=" relational letter writing"> relational letter writing</a> </p> <a href="https://publications.waset.org/abstracts/143626/a-brief-narrative-intervention-to-improve-well-being-and-relational-ethics-in-couples-a-mixed-method-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13382</span> Reaching Students Who “Don’t Like Writing” through Scenario Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahira%20Mahmoud%20Yacout">Shahira Mahmoud Yacout</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an essential skill in many vocational, academic environments, and notably workplaces, yet many students perceive writing as being something tiring and boring or maybe a “waste of time”. Studies in the field of foreign languages related this fact might be due to the lack of connection between what is learned in the university and what students come to encounter in real life situations”. Arabic learners felt they needed more language exposure to the context of their future professions. With this idea in mind, Scenario based learning (SBL) is reported to be an educational approach to motivate, engage and stimulate students’ interest and to achieve the desired writing learning outcomes. In addition, researchers suggested Scenario based learning (SBL)as an instructional approach that develops and enhances students skills through developing higher order thinking skills and active learning. It is a subset of problem-based learning and case-based learning. The approach focuses on authentic rhetorical framing reflecting writing tasks in real life situations. It works successfully when used to simulate real-world practices, providing context that reflects the types of situations professionals respond to in writing. It was claimed that using realistic scenarios customized to the course’s learning objectives as it bridged the gap for students between theory and application. Within this context, it is thought that scenario-based learning is an important approach to enhance the learners’ writing skills and to reflect meaningful learning within authentic contexts. As an Arabicforeign language instructor, it was noticed that students find difficulties in adapting writing styles to authentic writing contexts and addressing different audiences and purposes. This idea is supported by studieswho claimed that AFL students faced difficulties with transferring writing skills to situations outside of the classroom context. In addition, it was observed that some of the Arabic textbooks for teaching Arabic as a foreign language lacked topics that initiated higher order thinking skills and stimulated the learners to understand the setting, and created messages appropriate to different audiences, context, and purposes. The goals of this study are to 1)provide a rational for using scenario-based learning approach to improveAFL learners in writing skills, 2) demonstrate how to design/ implement a scenario-based learning technique aligned with the writing course objectives,3) demonstrate samples of scenario-based approach implemented in AFL writing class, and 4)emphasis the role of peer-review along with the instructor’s feedback, in the process of developing the writing skill. Finally, this presentation highlighted and emphasized the importance of using the scenario-based learning approach in writing as a means to mirror students’ real-life situations and engage them in planning, monitoring, and problem solving. This approach helped in making writing an enjoyable experience and clearly useful to students’ future professional careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaningful%20learning" title="meaningful learning">meaningful learning</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20life%20contexts" title=" real life contexts"> real life contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario%20based%20learning" title=" scenario based learning"> scenario based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a> </p> <a href="https://publications.waset.org/abstracts/152469/reaching-students-who-dont-like-writing-through-scenario-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13381</span> The Effects of SMS on the Formal Writings of the Students: A Comparative Study among the Students of Different Departments of IUB</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumaira%20Saleem">Sumaira Saleem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reveals that the use of SMS effect the formal writing of the students. SMS is in vogue sine the last decade but its detrimental effects are effecting not only to the set norms but also deviant forms of expressions have come into the community to which all are not acquainted and it creates a hurdle in effective communication. It also determines the reasons behind the usage of SMS practices in the formal writings like in assignments and examinations. For this study a questionnaire was designed for faculty and students the data was collected from The Islamia University Bahawalpur and the formal work of the students was also collected to check the manifestation of SMS practices in writings. Data was analysed on excel sheet and the tables and graphs are used to explain the ratios and percentages of SMS usage. The results show that the usage of SMS has very strong effect upon the students writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology" title="technology">technology</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=effects" title=" effects"> effects</a>, <a href="https://publications.waset.org/abstracts/search?q=SMS" title=" SMS"> SMS</a> </p> <a href="https://publications.waset.org/abstracts/26220/the-effects-of-sms-on-the-formal-writings-of-the-students-a-comparative-study-among-the-students-of-different-departments-of-iub" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13380</span> Curriculum Based Measurement and Precision Teaching in Writing Empowerment Enhancement: Results from an Italian Learning Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Pelizzoni">I. Pelizzoni</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Cavallini"> C. Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Salvaderi"> I. Salvaderi</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Cavallini"> F. Cavallini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present the improvement in writing skills obtained by 94 participants (aged between six and 10 years) with special educational needs through a writing enhancement program based on fluency principles. The study was planned and conducted with a single-subject experimental plan for each of the participants, in order to confirm the results in the literature. These results were obtained using precision teaching (PT) methodology to increase the number of written graphemes per minute in the pre- and post-test, by curriculum based measurement (CBM). Results indicated an increase in the number of written graphemes for all participants. The average overall duration of the intervention is 144 minutes in five months of treatment. These considerations have been analyzed taking account of the complexity of the implementation of measurement systems in real operational contexts (an Italian learning center) and important aspects of replicability and cost-effectiveness of such interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20based%20measurement" title="curriculum based measurement">curriculum based measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian%20learning%20center" title=" Italian learning center"> Italian learning center</a> </p> <a href="https://publications.waset.org/abstracts/115624/curriculum-based-measurement-and-precision-teaching-in-writing-empowerment-enhancement-results-from-an-italian-learning-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13379</span> Acid Fuchsin Dye Based PMMA Film for Holographic Investigations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Vinitha">G. Vinitha</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ramalingam"> A. Ramalingam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In view of a possible application in optical data storage devices, diffraction grating efficiency of an organic dye, Acid Fuchsin doped in PMMA matrix was studied under excitation with CW diode pumped Nd: YAG laser at 532 nm. The open aperture Z-scan of dye doped polymer displayed saturable absorption and the closed aperture Z-scan of the samples exhibited negative nonlinearity. The diffraction efficiency of the grating is the ratio of the intensity of the first order diffracted power to the incident read beam power. The dye doped polymer films were found to be good media for recording. It is observed that the formation of gratings strongly depend on the concentration of dye in the polymer film, the intensity ratios of the writing beams and the angle between the writing beams. It has been found that efficient writing can be made at an angle of 20° and when the intensity ratio of the writing beams is unity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diffraction%20efficiency" title="diffraction efficiency">diffraction efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=nonlinear%20optical%20material" title=" nonlinear optical material"> nonlinear optical material</a>, <a href="https://publications.waset.org/abstracts/search?q=saturable%20absorption" title=" saturable absorption"> saturable absorption</a>, <a href="https://publications.waset.org/abstracts/search?q=surface-relief-gratings" title=" surface-relief-gratings"> surface-relief-gratings</a> </p> <a href="https://publications.waset.org/abstracts/14412/acid-fuchsin-dye-based-pmma-film-for-holographic-investigations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14412.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13378</span> The Libyc Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Ait%20Ali%20Yahia">S. Ait Ali Yahia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the main features of the Maghreb is its linguistic richness. The multilingualism is a fact which always marked the Maghreb since the beginning of the history up to know. Since the arrival of the Phoenicians, followed by the Carthaginians, Romans, and Arabs, etc, there was a social group in the Maghreb which controlled two kinds of idioms. The libyc one remained, despite everything, the local language used by the major part of the population. This language had a support of written transmission attested by many inscriptions. Among all the forms of the Maghreb writing, this alphabet, however, continues to cause a certain number of questions about the origin and the date of its appearance. The archaeological, linguistic and historical data remain insufficient to answer these questions. This did not prevent the researchers from giving an opinion. In order to answer these questions we will expose here the various assumptions adopted by various authors who are founded on more or less explicit arguments. We will also speak about the various forms taken by the libyc writing during antiquity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20alphabet%20libyc" title="the alphabet libyc">the alphabet libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=Eastern%20libyc" title=" Eastern libyc"> Eastern libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=Western%20libyc" title=" Western libyc"> Western libyc</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/6391/the-libyc-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6391.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13377</span> Interlingual Interference in Students’ Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zakaria%20Khatraoui">Zakaria Khatraoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interlanguage has transcendentally capitalized its central role over a considerable metropolitan landscape. Either academically driven or pedagogically oriented, Interlanguage has principally floated as important than ever before. It academically probes theoretical and linguistic issues in the turf and further malleably flows from idea to reality to vindicate a bridging philosophy between theory and educational rehearsal. Characteristically, the present research grants a prolifically developed theoretical framework that is conversely sustained by empirical teaching practices, along with teasing apart the narrowly confined implementation. The focus of this interlingual study is placed stridently on syntactic errors projected in students’ writing as performance. To attain this endeavor, the paper appropriates qualitatively a plethora of focal methodological choices sponsored by a solid design. The steadily undeniable ipso facto to be examined is the creative sense of syntactic errors unequivocally endorsed by the tangible dominance of cognitively intralingual errors over linguistically interlingual ones. Subsequently, this paper attempts earnestly to highlight transferable implications worth indicating both theoretical and pedagogically professional principles. In particular, results are fundamentally relative to the scholarly community in a multidimensional sense to recommend actions of educational value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title="interlanguage">interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=error" title=" error"> error</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/176315/interlingual-interference-in-students-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13376</span> Writing Style in a Thousand Splendid Suns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maroof%20Sakhi">Maroof Sakhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article studies writing style in A Thousand Splendid Suns. It mainly discusses code-switching and usage of Persian words in the novel. Hosseini mainly writes in English; however, constantly he applies Persian words, phrases and syntax. Code-switching is used for different purposes in A Thousand Splendid Suns. It gives a voice to a character from Afghanistan. It is also used to mark a difference between the American and Afghanistan cultures and languages. Furthermore, representation of Persian language can be interpreted as valorization of the author’s mother tongue. In short, the writing style in A Thousand Splendid Suns represents Hosseini’s identity, culture and linguistic background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code-switching" title="code-switching">code-switching</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridity" title=" hybridity"> hybridity</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20background" title=" linguistic background"> linguistic background</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20literature" title=" Persian literature"> Persian literature</a> </p> <a href="https://publications.waset.org/abstracts/156374/writing-style-in-a-thousand-splendid-suns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13375</span> Development and Acceptance of a Proposed Module for Enhancing the Reading and Writing Skills in Baybayin: The Traditional Writing System in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Venus%20G.%20Solares">Maria Venus G. Solares</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ancient Filipinos had their own spelling or alphabet that differed from the modern Roman alphabet brought by the Spaniards. It consists of seventeen letters, three vowels, and fourteen consonants and is called Baybayin. The word Baybayin is a Tagalog word that refers to all the letters used in writing a language, an alphabet; however, it is also a syllable. The House Bill 4395, first proposed by Rep. Leopoldo Bataoil of the second district of Pangasinan in 2011, which later became House Bill 1022 of what he called The Declaration of the Baybayin as the National Writing System of the Philippines, prompted the researcher to conduct a study on the topic. The main objective of this study was to develop and assess the proposed module for enhancing the reading and writing skills in Baybayin of the students. The researchers wanted to ensure the acceptability of the Baybayin using the proposed module and meet the needs of students in developing their ability to read and write Baybayin through the module. The researchers used quasi-experimental research in this study. The data was collected through the initial and final analysis of the students of Adamson University's ABM 1102 using convenient sampling techniques. Based on statistical analysis of data using weighted mean, standard deviation, and paired t-tests, the proposed module helped improve the students' literacy skills, and the response exercises in the proposed module changed the acceptability of the Baybayin in their minds. The study showed that there was an important difference in the scores of students before and after the use of the module. The student's response to the assessment of their reading and writing skills on Baybayin was highly acceptable. This study will help develop the reading and writing skills of the students in Baybayin and teach Baybayin in response to the revival of a part of Philippine culture that has been long forgotten. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baybayin" title="Baybayin">Baybayin</a>, <a href="https://publications.waset.org/abstracts/search?q=proposed%20module" title=" proposed module"> proposed module</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=acceptability" title=" acceptability"> acceptability</a> </p> <a href="https://publications.waset.org/abstracts/175711/development-and-acceptance-of-a-proposed-module-for-enhancing-the-reading-and-writing-skills-in-baybayin-the-traditional-writing-system-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175711.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13374</span> Analyzing Students' Writing in an English Code-Mixing Context in Nepali: An Ecological and Systematic Functional Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binod%20Duwadi">Binod Duwadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the language and literacy practices of English Code-mixing in Nepalese Classroom. Situating the study within an ecological framework, a systematic functional linguistic (SFL) approach was used to analyze students writing in two Neplease schools. Data collection included interviews with teachers, classroom observations, instructional materials, and focal students’ writing samples. Data analyses revealed vastly different language ecologies between the schools owing to sharp socioeconomic stratification, the structural organization of schools, and the pervasiveness of standard language ideology, with stigmatizes English code mixing (ECM) and privileges Standard English in schools. Functional analysis of students’ writing showed that the nature of the writing tasks at the schools created different affordances for exploiting lexicogrammatically choices for meaning making-enhancing them in the case of one school but severely restricting them in the case of another- perpetuating the academic disadvantage for code mixing speakers. Recommendations for structural and attitudinal changes through teacher training and implementation of approaches that engage students’ bidialectal competence for learning are made as important first steps towards addressing educational inequities in Nepalese schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code-mixing" title="code-mixing">code-mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20perspective" title=" ecological perspective"> ecological perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20functional%20approach" title=" systematic functional approach"> systematic functional approach</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20identity" title=" language and identity"> language and identity</a> </p> <a href="https://publications.waset.org/abstracts/130320/analyzing-students-writing-in-an-english-code-mixing-context-in-nepali-an-ecological-and-systematic-functional-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130320.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13373</span> Women's Contemporary Dystopias: Feminist Protagonists Taking Back Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Fontes%20De%20Oliveira">Natalia Fontes De Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Canadian author Margaret Atwood deconstructs the tainted dichotomies between women and men by embracing the disorder throughout her dystopias. In Atwood’s The Testaments, nature can be seen as a background to the story as well as a metaphorical expression of the characters’ state of mind, nevertheless, the protagonists’ nature writing portrays conveys a curiosity to the pre-established sanctions of a docile garden, viewing nature as an autonomous entity, especially when they are away from the confinements of Gilead’s regime. The three narrating protagonists, Agnes, Aunt Lydia, and Nicole, use nature writing subversively as a form of rebellion. This paper investigates how the three protagonists narrate nature through an intimist point of view, with sensibility to observe the multiple relationships among humanity, nature, and the impositions of a theocratic ultra conservative patriarchal society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contemporary%20literature" title="contemporary literature">contemporary literature</a>, <a href="https://publications.waset.org/abstracts/search?q=dystopias" title=" dystopias"> dystopias</a>, <a href="https://publications.waset.org/abstracts/search?q=feminism" title=" feminism"> feminism</a>, <a href="https://publications.waset.org/abstracts/search?q=women%E2%80%99s%20writing" title=" women’s writing"> women’s writing</a> </p> <a href="https://publications.waset.org/abstracts/136055/womens-contemporary-dystopias-feminist-protagonists-taking-back-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13372</span> Language Skills in the Emergent Literacy of Spanish-Speaking Children with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adriana%20Salgado">Adriana Salgado</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Castaneda"> Sandra Castaneda</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Perez"> Ivan Perez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning to read and write is a complex process involving several cognitive skills, contextual, and cultural environments. The basis of this development is linguistic skills, such as the ability to name and understand vocabulary, retell a story, phonological awareness, letter knowledge, among others. In children with autism spectrum disorder (ASD), one of the main concerns is related to language disorders. Nevertheless, most of the children with ASD are able to decode written information but have difficulties in reading comprehension. The research of these processes in the Spanish-speaking population is limited. However, the increasing prevalence of this diagnosis (1 in 115 children) in Mexico has implications at different levels. Educational research is an important area of interest in ASD children, such as emergent literacy. Reading and writing expand the possibilities of academic, cultural, and social information access. Taking this information into account, the objective of this research was to identify the relationship between language skills, alphabet knowledge, phonological awareness, and early reading and writing in ASD Spanish-speaking children. The method used for this research was based on tasks that were selected, adapted and in some cases designed to measure initial reading and writing, as well as language skills (naming, receptive vocabulary, and narrative skills), phonological awareness (similar phonological word pairs, beginning sound awareness and spelling) and letter knowledge, in a sample of 45 children (38 boys and 7 girls) with prior diagnosis of ASD. Descriptive analyses, as well as bivariate correlations, cluster analysis, and canonical correspondence, were obtained for the data results. Results showed that variability was large; however, it was possible to characterize the sample in low, medium, and high score groups regarding children performance. The low score group (46.7% of the sample), had a null or deficient performance in language skills and phonological awareness, some could identify up to five letters of the alphabet, showed no early reading skills but they could scribble. The middle score group was characterized by a highly variable performance in different tasks, with better language skills in receptive and naming vocabulary, some narrative, letter knowledge, and phonological awareness (beginning sound awareness) skills. The high score group, (24.4% of the sample) had the best performance in language skills in relation to the sample data, as well as in the rest of the measured skills. Finally, scores were canonically correlated between naming, receptive vocabulary, narrative, phonological awareness, letter knowledge and initial learning of reading and writing skills for the high score group and letter knowledge, naming and receptive vocabulary for the lower score group, which is consistent with previous research in typical and ASD children. In conclusion, the obtained data is consistent with previous studies. Despite large variability, it was possible to identify performance profiles and relations based on linguistic, phonological awareness, and letter knowledge skills. These skills were predictor variables of the initial development of reading and writing. The above has implications for a future program and strategies development that may benefit the acquisition of reading and writing in ASD children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20literacy" title=" early literacy"> early literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emergent%20literacy" title=" emergent literacy"> emergent literacy</a> </p> <a href="https://publications.waset.org/abstracts/110365/language-skills-in-the-emergent-literacy-of-spanish-speaking-children-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13371</span> Reconciling the Modern Standard Arabic with the Local Dialects in Writing Literary Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20M.%20Ghaleb">Ahmed M. Ghaleb</a>, <a href="https://publications.waset.org/abstracts/search?q=Ehab%20S.%20Al-Nuzaili"> Ehab S. Al-Nuzaili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempts to shed light on the question of the choice between standard Arabic and the vernacular in writing literary texts. Modern Standard Arabic (MSA) has long been the formal language of writing education, administration, and media, shred across the Arab countries. In the mid-20th century, some writers have begun to write their literary works in local dialects claiming that they can be more realistic. On the other hand, other writers have opposed this new trend as it can be a threat to the Standard Arabic or MSA that unify all Arabs. However, some other writers, like Tawfiq al-Hakim, Hamed Damanhouri, Najib Mahfouz, and Hanna Mineh, attempted to solve this problem by using what W. M. Hutchins called a 'hybrid language', a middle language between the standard and the vernacular. It is also termed 'a third language'. The paper attempts to examine some of the literary texts in which a combination of the standard and the colloquial is employed. Thus, the paper attempts to find out a solution by proposing a third language, a form that can combine the MSA and the colloquial, and the possibility of using it in writing literary texts. Therefore, the paper can bridge the gap between the different levels of Arabic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modern%20standard%20arabic" title="modern standard arabic">modern standard arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=dialect%20or%20vernacular" title=" dialect or vernacular"> dialect or vernacular</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language" title=" third language"> third language</a> </p> <a href="https://publications.waset.org/abstracts/134121/reconciling-the-modern-standard-arabic-with-the-local-dialects-in-writing-literary-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134121.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13370</span> Sentence Variation in Academic Writing: A Contrastive Study of the Variation of Sentence Types between Male and Female ESL Writers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Muhammad%20Shitu">Fatima Muhammad Shitu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the variation of sentence types in English academic writing. The major focus is on whether variation in sentence types can be attributable to the linguistic and most of all the gender of the writers. The objective of this paper is to analyze the sentence types produced by Male and Female ESL writers and to determine whether writers vary the frequency and use of sentence types across the text depending on the rhetorical choices of the writers to construct identity. This study is hinged on the functionalist approach to analyzing academic writing in use. For the purpose of this study, a corpus of 20 academic papers was created and the use of sentences types was analyzed. The data for the study was collated using percentages. In this case, the number of occurrences of the different sentence types were analyzed, calculated and then converted to percentages for each group i.e., male and female ESL writers. The results from these analyses were compared and contrasted in order to determine whether Male and Female ESL writer vary their sentence types, and, or employed the same or different sentence types in their texts. The conclusion is that Male and Female ESL writers not only vary in their use of sentence types in academic writings but also differ. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sentence%20variation" title="sentence variation">sentence variation</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a> </p> <a href="https://publications.waset.org/abstracts/44136/sentence-variation-in-academic-writing-a-contrastive-study-of-the-variation-of-sentence-types-between-male-and-female-esl-writers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13369</span> Web-Based Cognitive Writing Instruction (WeCWI): A Theoretical-and-Pedagogical e-Framework for Language Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boon%20Yih%20Mah">Boon Yih Mah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-based Cognitive Writing Instruction (WeCWI)’s contribution towards language development can be divided into linguistic and non-linguistic perspectives. In linguistic perspective, WeCWI focuses on the literacy and language discoveries, while the cognitive and psychological discoveries are the hubs in non-linguistic perspective. In linguistic perspective, WeCWI draws attention to free reading and enterprises, which are supported by the language acquisition theories. Besides, the adoption of process genre approach as a hybrid guided writing approach fosters literacy development. Literacy and language developments are interconnected in the communication process; hence, WeCWI encourages meaningful discussion based on the interactionist theory that involves input, negotiation, output, and interactional feedback. Rooted in the e-learning interaction-based model, WeCWI promotes online discussion via synchronous and asynchronous communications, which allows interactions happened among the learners, instructor, and digital content. In non-linguistic perspective, WeCWI highlights on the contribution of reading, discussion, and writing towards cognitive development. Based on the inquiry models, learners’ critical thinking is fostered during information exploration process through interaction and questioning. Lastly, to lower writing anxiety, WeCWI develops the instructional tool with supportive features to facilitate the writing process. To bring a positive user experience to the learner, WeCWI aims to create the instructional tool with different interface designs based on two different types of perceptual learning style. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=WeCWI" title="WeCWI">WeCWI</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20discovery" title=" literacy discovery"> literacy discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20discovery" title=" language discovery"> language discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20discovery" title=" cognitive discovery"> cognitive discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20discovery" title=" psychological discovery"> psychological discovery</a> </p> <a href="https://publications.waset.org/abstracts/16074/web-based-cognitive-writing-instruction-wecwi-a-theoretical-and-pedagogical-e-framework-for-language-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16074.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">561</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13368</span> The Significance of Ernest Hemingway's Writing Style in the Development of Georgian Prose of 1950-1960s</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natia%20Kvachakidze">Natia Kvachakidze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The given research aims to study and analyze the influence of Ernest Hemingway’s writing style on Georgian prose of 1950s and 1960s. It is universally known that Ernest Hemingway’s unique writing style has had an enormous effect on various writers. His work remains highly relevant and influential even today. This is especially true about the works written in English, but literary prose created in other languages is not an exception. Certain stylistic peculiarities characteristic for Hemingway’s writing can be traced in literary works written in various languages. It is particularly interesting for us, Georgians, how all these aspects were reflected in Georgian prose of the second-half of XX century. This particular paper (which is a part of a larger research) focuses on major significant peculiarities of Georgian prose of 1950-1960s that might be connected to Hemingway's writing. In this respect, GuramRcheulishvili’s (1934-1960) works should be particularly distinguished (especially his short fiction), but literary works of other Georgian authors are not at all less important. The research involves the analysis of the prose works of some Georgian writers of the given period in the context of tracing similarities and parallels between them and the characteristic features of Ernest Hemingway’s writing style. The use of everyday language as well as short and simple sentences, a concise and sparse style, repetitions, intense dialogues are some of the essential traits in question. Themes like birth and death, war and violence, family, nature, disillusionment also prove to be vitally important for this research. Complex interconnections between the author, the narrator, and the protagonist (often autobiographical) provide another interesting subject to study. At the same time, this paper aims at studying and revealing how Hemingway’s method was reflected and transformed in Georgian prose. In this respect, it is interesting to trace not only the direct effect of Hemingway’s style but also the role of certain Georgian translations of the works of this American writer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hemingway" title="hemingway">hemingway</a>, <a href="https://publications.waset.org/abstracts/search?q=prose" title=" prose"> prose</a>, <a href="https://publications.waset.org/abstracts/search?q=georgian%20writers" title=" georgian writers"> georgian writers</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20style" title=" writing style"> writing style</a> </p> <a href="https://publications.waset.org/abstracts/146845/the-significance-of-ernest-hemingways-writing-style-in-the-development-of-georgian-prose-of-1950-1960s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13367</span> 3D Writing on Photosensitive Glass-Ceramics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Busuioc">C. Busuioc</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Jinga"> S. Jinga</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Pavel"> E. Pavel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Optical lithography is a key technique in the development of sub-5 nm patterns for the semiconductor industry. We have already reported that the best results obtained with respect to direct laser writing process on active media, such as glass-ceramics, are achieved only when the energy of the laser radiation is absorbed in discrete quantities. Further, we need to clarify the role of active centers concentration in silver nanocrystals natural generation, as well as in fluorescent rare-earth nanostructures formation. As a consequence, samples with different compositions were prepared. SEM, AFM, TEM and STEM investigations were employed in order to demonstrate that few nm width lines can be written on fluorescent photosensitive glass-ceramics, these being efficient absorbers. Moreover, we believe that the experimental data will lead to the best choice in terms of active centers amount, laser power and glass-ceramic matrix. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=glass-ceramics" title="glass-ceramics">glass-ceramics</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20laser%20writing" title=" 3D laser writing"> 3D laser writing</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20disks" title=" optical disks"> optical disks</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20storage" title=" data storage"> data storage</a> </p> <a href="https://publications.waset.org/abstracts/44556/3d-writing-on-photosensitive-glass-ceramics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13366</span> Critical Thinking and Academic Writing: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mubina%20Rauf">Mubina Rauf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking is a highly valued outcome of university education. There is an agreement in literature that it is demonstrated through the abilities to highlight issues and assumptions, find links between ideas and concepts, make correct inferences, evaluate evidence or authority and deduce conclusions (Tsui, 2002). Although Critical thinking plays a significant role in developing all academic skills, its role in developing writing skills is significant (Kurfiss, 1988). SAW (student academic writing) is an observable output of critical thinking (Wilson K. , 2016). When students apply critical thinking to their writing, they present clear, accurate, significant and logical arguments constructing their own voice in the form of an essay or dissertation (Matsuda, 2001). This presentation will show how a rubric can be used to find evidence of critical thinking in SAW. Participants will experience how evidence-based written arguments supported by background knowledge and authorial voice can develop students into efficient critical thinkers. Participants will have an opportunity to use the rubric to find the evidence of critical thinking in SAW samples. This presentation is intended for classroom teachers with or without the basic knowledge of implementing critical thinking in academic settings. Participants will also learn tips how various features of critical thinking can be developed among students. After the session, the participants will be able to use or adapt the rubric according to their needs to find evidence of critical thinking in SAW within their context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Rubric" title=" Rubric"> Rubric</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20academic%20writing" title=" student academic writing"> student academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=argumentation" title=" argumentation"> argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20analysis" title=" text analysis"> text analysis</a> </p> <a href="https://publications.waset.org/abstracts/174838/critical-thinking-and-academic-writing-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13365</span> Coherence and Cohesion in IELTS Academic Writing: Helping Students to Improve</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rory%20Patrick%20O%27Kane">Rory Patrick O'Kane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More universities and third level institutions now require at least an IELTS Band 6 for entry into courses of study for non-native speakers of English. This presentation focuses on IELTS Academic Writing Tasks 1 and 2 and in particular on the marking criterion of Coherence and Cohesion. A requirement for candidates aiming at Band 6 and above is that they produce answers which show a clear, overall progression of information and ideas and which use cohesive devices effectively. With this in mind, the presenter will examine what exactly is meant by coherence and cohesion and various strategies which can be used to assist students in improving their scores in this area. A number of classroom teaching ideas will be introduced, and participants will have the opportunity to compare and discuss sample answers written by candidates for this examination with a specific focus on coherence and cohesion. Intended audience: Teachers of IELTS Academic Writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coherence" title="coherence">coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=cohesion" title=" cohesion"> cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=IELTS" title=" IELTS"> IELTS</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/52726/coherence-and-cohesion-in-ielts-academic-writing-helping-students-to-improve" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52726.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13364</span> An Analysis of Discourse Markers Awareness in Writing Undergraduate Thesis of English Education Student in Sebelas Maret University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oktanika%20Wahyu%20Nurjanah">Oktanika Wahyu Nurjanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Anggun%20Fitriana%20Dewi"> Anggun Fitriana Dewi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An undergraduate thesis is one of the academic writings which should fulfill some characteristics, one of them is coherency. Moreover, a coherence of a text depends on the usage of discourse markers. In other word, discourse markers take an essential role in writing. Therefore, the researchers aim to know the awareness of the discourse markers usage in writing the under-graduate thesis of an English Education student at Sebelas Maret University. This research uses a qualitative case study in order to obtain a deep analysis. The sample of this research is an under-graduate thesis of English Education student in Sebelas Maret University which chosen based on some criteria. Additionally, the researchers were guided by some literature attempted to group the discourse markers based on their functions. Afterward, the analysis was held based on it. From the analysis, it found that the awareness of discourse markers usage is moderate. The last point, the researcher suggest undergraduate students to familiarize themselves with discourse markers, especially for those who want to write thesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20markers" title="discourse markers">discourse markers</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20education" title=" English education"> English education</a>, <a href="https://publications.waset.org/abstracts/search?q=thesis%20writing" title=" thesis writing"> thesis writing</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20student" title=" undergraduate student"> undergraduate student</a> </p> <a href="https://publications.waset.org/abstracts/60370/an-analysis-of-discourse-markers-awareness-in-writing-undergraduate-thesis-of-english-education-student-in-sebelas-maret-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60370.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13363</span> Designing Presentational Writing Assessments for the Advanced Placement World Language and Culture Exams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mette%20Pedersen">Mette Pedersen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper outlines the criteria that assessment specialists use when they design the 'Persuasive Essay' task for the four Advanced Placement World Language and Culture Exams (AP French, German, Italian, and Spanish). The 'Persuasive Essay' is a free-response, source-based, standardized measure of presentational writing. Each 'Persuasive Essay' item consists of three sources (an article, a chart, and an audio) and a prompt, which is a statement of the topic phrased as an interrogative sentence. Due to its richness of source materials and due to the amount of time that test takers are given to prepare for and write their responses (a total of 55 minutes), the 'Persuasive Essay' is the free-response task on the AP World Language and Culture Exams that goes to the greatest lengths to unleash the test takers' proficiency potential. The author focuses on the work that goes into designing the 'Persuasive Essay' task, outlining best practices for the selection of topics and sources, the interplay that needs to be present among the sources and the thinking behind the articulation of prompts for the 'Persuasive Essay' task. Using released 'Persuasive Essay' items from the AP World Language and Culture Exams and accompanying data on test taker performance, the author shows how different passages, and features of passages, have succeeded (and sometimes not succeeded) in eliciting writing proficiency among test takers over time. Data from approximately 215.000 test takers per year from 2014 to 2017 and approximately 35.000 test takers per year from 2012 to 2013 form the basis of this analysis. The conclusion of the study is that test taker performance improves significantly when the sources that test takers are presented with express directly opposing viewpoints. Test taker performance also improves when the interrogative prompt that the test takers respond to is phrased as a yes/no question. Finally, an analysis of linguistic difficulty and complexity levels of the printed sources reveals that test taker performance does not decrease when the complexity level of the article of the 'Persuasive Essay' increases. This last text complexity analysis is performed with the help of the 'ETS TextEvaluator' tool and the 'Complexity Scale for Information Texts (Scale)', two tools, which, in combination, provide a rubric and a fully-automated technology for evaluating nonfiction and informational texts in English translation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advanced%20placement%20world%20language%20and%20culture%20exams" title="advanced placement world language and culture exams">advanced placement world language and culture exams</a>, <a href="https://publications.waset.org/abstracts/search?q=designing%20presentational%20writing%20assessments" title=" designing presentational writing assessments"> designing presentational writing assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=large-scale%20standardized%20assessments%20of%20written%20language%20proficiency" title=" large-scale standardized assessments of written language proficiency"> large-scale standardized assessments of written language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=source-based%20language%20testing" title=" source-based language testing"> source-based language testing</a> </p> <a href="https://publications.waset.org/abstracts/81273/designing-presentational-writing-assessments-for-the-advanced-placement-world-language-and-culture-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=writing%20performance&page=4" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" 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